Items where Subject is "L Education > LB Theory and practice of education > LB1705 Education and training of teachers and administrators"

B

• Bell, S. (2012) Training teachers of children with dyslexia or literacy difficulties for 21st century schools in England. In: Pancocha, K. and Prochazkova, L. (eds.) Education and Support for People with Special Needs. Brno, Czech Republic: Muni Press. pp. 15-24.
• Bell, S. and Maclean, B. (2012) Good practice in training specialist teachers and assessors for people with dyslexia. In: Peer, L. and Reid, G. (eds.) Special Educational Needs: A Guide for Inclusive Practice. London: SAGE Publications. pp. 127-140.
• Butcher, J. and Mutton, T. (2008) 'Towards professional multilingualism?' Reconceptualising the school coordinator role in initial teacher training. The Curriculum Journal. 19(3), pp. 215-226. 0958-5176.
• Butcher, J. and Sieminski, S. (2009) Enhancing professional self-esteem: learners' journeys on a distance-learning Doctorate in Education (EdD). Enhancing the Learner Experience in Higher Education. 1(1), pp. 44-45. 2041-3122.
• Butcher, J. and Stoncel, D. (2009) Identifying the academic role for new HE teachers: the impact of a PGCTHE programme on participants. Paper presented to: Society for Research into Higher Education Annual Research Conference (SRHE 2009), Newport, 08-10 December 2009. (Unpublished)

C

• Caldwell, H. and Cox, A. (2018) Technology-enabled learning communities: how technology can facilitate high quality social learning in online environments within the field of teacher education. www.meshguides.org.
• Caldwell, H. and Heaton, R. (2016) The interdisciplinary use of blogs and online communities in teacher education. International Journal of Information and Learning Technology. 33(3), pp. 142-158. 2056-4880.
• Cullingford-Agnew, S. (2008) Preparing physical education student teachers to work with SEN children. Education Today. 58(2), pp. 20-24.

D

• Dawes, L. (2007) Speaking and listening for interthinking with ICT. Paper presented to: Association for Information Technology in Teacher Education Annual Conference (ITTE), Leicester, 11 July 2007. (Unpublished)
• Dawes, L., Mercer, N., Gregeon, E. and Wyse, D. (2007) Teachers’ voices, children’s voices: creating a dialogic classroom. Symposium presented to: Symposium at United Kingdom Literacy Association Annual Conference (UKLA), Swansea, 6-8 July 2007. (Unpublished)
• Derrington, C. (2005) The needs of traveller pupils - current practice in initial teacher education. Race Equality Teaching. 24(1), pp. 47-50. 1743-7717.

F

• Feng, Y. (2008) Teacher motivation in special education in China. Paper presented to: British Educational Research Association (BERA) Annual Conference 2008, Edinburgh, 3 - 6 September 2008. (Unpublished)
• Feng, Y. (2008) Teacher voices from China: the impact of cross-cultural experiences on EFL teachers’ motivation for professional development. Paper presented to: Asia Pacific Educational Research Association (APERA) Conference 2008, Singapore, 26 - 28 November 2008. (Unpublished)
• Feng, Y. (2006) The enhanced role of teaching assistants in school remodelling in primary schools in England: some reflections on teacher education in China. Paper presented to: British Educational Research Association (BERA) New Researchers/Student Conference, University of Warwick, Coventry, 6-9 September 2006. (Unpublished)
• Fergusson, A. (2010) Professional development for our teacher workforce: Are we up to it ... and are we up for it? Online: SSAT Trust.

G

• Garner, P. (2012) Teacher education: dilemmas and tensions for school staff working with pupils with EBD. In: Cole, T., Daniels, H. and Visser, J. (eds.) The Routledge International Companion to Emotional and Behavioural Difficulties. London: Routledge. pp. 330-339.
• Garner, P. (2011) School leader characteristics, pupil behaviour and teacher education. Seminar Presentation presented to: Universities' Council for the Education of Teachers (UCET) Annual Conference: Shifting Sands and Stable Foundations: Insecurity and Stability in Teacher Education, Barceló Hinckley Island Hotel, Leicestershire, 03-04 November 2011. (Unpublished)
• Garner, P. (2009) Involving special schools and their teachers in initial teacher education. Invited Keynote presented to: Western Australian Education Support Principals' and Administrators Association (WAESPAA) Annual State Conference 2009: Building Capacity Through Future Visions, Fremantle, WA, 07-08 May 2009. (Unpublished)
• Garner, P. and Rose, R. (2010) A national strategy for supporting teacher educators to prepare teachers for inclusion. In: Forlin, C. (ed.) Teacher Education for Inclusion: Changing Paradigms and Innovative Approaches. London: Routledge. pp. 23-33.
• Griffiths, S. and Smith, A. (2011) Extended services in schools: developing resources to prepare student teachers for a rapidly changing working environment. Support for Learning. 26(1), pp. 13-16. 1467-9604.
• Griffiths, S. and Smith, A. (2009) School placement experiences of initial teacher-trainee students with dyslexia. Seminar Presentation presented to: European Conference on Educational Research (ECER): Theory and Evidence in European Educational Research, Unversity of Vienna, Austria, 28-30 September 2009. Also presented at: Irish Association of Teachers in Special Education (IATSE) 21st Annual Conference: Partnership for Learning, 11-13 June 2009 (Unpublished)
• Groom, B. (2006) Building relationships for learning: the developing role of the teaching assistant. Support for Learning. 21(4), pp. 199-203. 1467-9604.
• Groom, B. and Maunonen-Eskelinen, I. (2006) The use of portfolios to develop reflective practice in teacher training: a comparative and collaborative approach between two teacher training providers in the UK and Finland. Teaching in Higher Education. 11(3), pp. 291-300. 1470-1294.

H

• Hevey, D. (2008) Assuring quality and availability of training. Panel Presentation presented to: Transforming the Early Years Workforce, London, 12 November 2008. (Unpublished)
• Hevey, D. (2008) Beyond professional status: developing a culture of continuing professional development in early years. Paper presented to: European Early Childhood Education Research Association (EECERA) 18th Annual Conference: Reconsidering the Basics in Early Childhood Education, Stavanger, Norway, 3 - 6 September 2008. (Unpublished)
• Hickman, C. and Jones, K. (2007) An investigation of an interactive skill building programme for pupils with autistic spectrum disorders with a focus on systems and delivery. Paper presented to: Autism-Europe Oslo, Oslo, Norway, 31 August-2 September 2007. (Unpublished)
• Hill, D. (2008) Dumber and dumber: uncritical teacher education in the service of global neoliberal and neoconservative capital. Paper presented to: American Educational Research Association Annual Conference, New York, USA, 24 - 28 March 2008. (Unpublished)
• Hill, D. (2007) Critical teacher education, New Labour in Britain, and the global project of neoliberal capital. Policy Futures in Education. 5(2) 1478-2103.
• Hill, D. and Boxley, S. (2007) Critical teacher education for economic, environmental and social justice: an ecosocialist manifesto. Journal for Critical Education Policy Studies. 5(2) 1740-2743.
• Honeyford, G. (2007) A low tech approach to e-portfolios. Paper presented to: The Association for Information Technology in Teacher Education (ITTE) Annual Conference, Leicester, 11 July 2007. (Unpublished)
• Honeyford, G. (2007) E-portfolios for ITT students. Paper presented to: University of Derby Learning, Teaching and Assessment Conference, University of Derby, Derbyshire, 2 July 2007. (Unpublished)
• Howley, M. and Preece, D. (2013) Introduction. In: Howley, M. and Preece, D. (eds.) Supporting Pupils on the Autism Spectrum: Whole-School Training Materials and Resources for Sencos. London: Optimus Education. pp. 1-3.

J

• Jones, J. and Edwards, J. (2014) Changemaker values within the Foundation Degree Learning and Teaching and the development of a Teaching Assistant Teachmeet Event. In: Alden Rivers, B. and Smith, J. (eds.) Changemaker in the Curriculum: The University of Northampton: Case Studies 2013-2014. Northampton: The University of Northampton. pp. 49-54.
• Jones, J. and Smith, A. (2008) Facilitating group work: leading or empowering? Paper presented to: Fourth Biennial European Association for Research on Learning and Instruction (EARLI) /Northumbria Assessment Conference, Humboldt University, Berlin, Germany, 27 - 29 August 2008. (Unpublished)
• Jones, K. and Howley, M. (2010) An investigation into an interaction programme for children on the autistic spectrum: outcomes for children, perceptions of schools and a model for training. Journal of Research in Special Educational Needs. 10(2), pp. 115-123. 1471-3802.

L

• Lumsden, E. (2016) Workforce issues. Invited Keynote presented to: 3rd Nursery World Business Summit: a Changing Landscape, London, 08 November 2016.

P

• Preece, D. and Slade, M. (2014) Guest editorial. Support For Learning. 29(2), pp. 99-101. 1467-9604.
• Prior, R. W., Harris, S. and Carter, A. (2014) Valuing tacit knowledge and clear pedagogy: continuing professional development for teachers. Drama Research. 5(1), pp. 1-20. 2040-2228.

R

• Rose, R. and Forlin, C. (2010) Impact of training on change in practice for education assistants in a group of international private schools in Hong Kong. International Journal of Inclusive Education. 14(3), pp. 309-323. 1360-3116.
• Rose, R., Forlin, C., Ashman, A., Garner, P., Rouse, M. and Slee, R. (2008) Reframing teacher education for inclusion. Panel Presentation presented to: Teacher Education for Inclusion: Changing Paradigms and Innovative Approaches Conference, Hong Kong, 29 November 2008. (Unpublished)
• Rose, R. and Garner, P. (2010) The professional learning of teachers through experience in an international and intercultural context. In: Forlin, C. (ed.) Teacher Education for Inclusion: Changing Paradigms and Innovative Approaches. London: Routledge. pp. 23-33.

S

• Shelton Mayes, A. and Burgess, H. (2008) Using e-learning to support primary teacher trainees’ development of mathematical subject knowledge: an analysis of learning and the impact on confidence. Teacher Development. 12(1), pp. 37-55.
• Shelton Mayes, A. and Burgess, H. (2010) Open and distance learning for initial teacher education. In: Danaher, P. A. and Umar, A. (eds.) Perspectives on Distance Education: Teacher Education Through Open and Distance Learning. Vancouver, Canada: Commonwealth of Learning. pp. 35-46.
• Shelton Mayes, A. and Stoncel, D. (2008) Students’ views on HE learning environments for professional teacher education. Paper presented to: All Ireland Society for Higher Education (AISHE) International Conference Series, AISHE-C 2008: Encouraging Student Engagement, NUI Maynooth, Republic of Ireland, 28-29 August 2008. (Unpublished)
• Smith, A., Griffiths, S. and Rose, R. (2009) Extended Schools: an investigation into the development and enhancement of initial teacher education capacity.
• Smith, N., Caldwell, H. and Richards, M. (2017) A comparison of MOOC development and delivery approaches. In: Childs, M. and Soetanto, R. (eds.) Online Learning for Stem Subjects: International Examples of Technologies and Pedagogies in Use. London: Routledge. pp. 101-112.
• Stoncel, D. and Butcher, J. (2010) An exploration of early impact of a Postgraduate Certificate in Teaching in Higher Education (PGCTHE) programme on participants. Paper presented to: University of Northampton Learning and Teaching Conference: Learning Dialogues, University of Northampton, UK, 13 May 2010. (Unpublished)

T

• Tarry, E. (2011) British international schools: the deployment and training of teaching assistants. Journal of Research in International Education. 10(3), pp. 293-302. 1741-2943.
• Tarry, E. and Cox, A. (2014) Professional development in international schools; issues of inclusion identified by a group of international school teaching assistants. Journal of Research in Special Educational Needs. 14(4), pp. 248-254. 1471-3802.
• Tarry, E. and Cox, A. (2013) Supporting the professional development of teaching assistants in an international context. International Schools Journal. 33(1) 0264-7281.
• Turner, W. (2014) Enabling undergraduates to put into practice learning to support emotional well-being for children and young people. International Journal of Emotional Education. 6(1), pp. 76-94. 2073-7629.